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Research as a pedagogical strategy for the construction of environmental knowledge in the classroom
This article seeks to identify the knowledge built by the students from 902 grade at the Gonzalo Arango District Educational Institution, located in Bogotá, Colombia, during a research process as a pedagogical strategy in environmental education regarding the Tibabuyes wetland in Suba. For this, the epistemological-investigative approaches of the systematization of experiences were taken, which according to Jara (1994) methodologically imply the stages of: regain the lived process, analysis of the process and establishment of arrival points. Thus, in the development of this educational experience that was located in the critical horizon of popular education, the students reported a complexity of their perspectives regarding the man-nature relationship, which promoted new ways to situate them selves in the world with new critical and ethical ways about the environmental crisis. In such a way, the school research activity was assumed as an alternative proposal to traditional teaching that encouraged the consolidation of a learning process on environmental information, as well as in investigative skills and historical thinking.
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